C4T #4

Post #1
Annie Palmer,

Some of the greatest lessons I learned were on a softball field as a young adult.  Oftentimes, I find myself making connections between that context of learning and the context of learning about instruction.  Let’s make a comparison between a coach on a softball field and a teacher in a classroom and tie it all into feedback, which is one of the most powerful strategies in improving student achievement.

1. During any given practice, a softball player does not receive a score on their performance, but rather specific feedback, such as “hit the middle of the ball” or “keep your head tucked in when swinging.”  This feedback is specific and directed towards one particular player.

What this means for feedback in the classroom: Do not mistake scores for feedback.  Scores are oftentimes an end result and sends the message that learning is done.  Instead, give feedback in relation to the learning target and success criteria in the form of a verbal conversation or written explanation, not a number.  In addition, focus feedback on individuals as opposed to whole-class feedback.

2. When a coach enthusiastically yells “Way to go!” to a player, there’s a sense of pride and accomplishment. It makes them feel good. This is important; however, it also does not give feedback on improvement.

What this means for feedback in the classroom: There is a place for praise in the classroom. But, research shows that praise affect’s a student’s ego, not their achievement.  And, when given in tandem with feedback, praise dissipates the power of the feedback.  The lesson: give praise in the classroom, just separate it from feedback.

3. A coach does not wait until the end of practice and definitely not until the end of the season to give instruction to their players. Feedback is constantly given in the act of learning.

What this means for feedback in the classroom:  The most powerful form of feedback is in the form of formative assessment, done daily and in the act of learning.  A teacher’s “aha’s” about student learning should come daily or weekly as opposed to that happening as a summative assessment is graded.

What other analogies can you think of connecting coaching and instruction through the lens of feedback?  I would love to hear your ideas!

My Comment:

I found this post very interesting. I as well played softball all year round for over half my life. It caught my attention that someone has compared teaching to coaching. I think feedback should be directed towards one student for his or her accomplishment than as a class. Once you see someone struggling or needing a fix it is best to assess the moment when you see it as to waiting until it is to late. I do agree that grades give the illusion that we are done learning on that and it is not the case we are always learning. Great post. It has opened my eyes to the one thing I love and the one thing I want to become. 

EDM310 Student at the University of South Alabama.
Paula Holt




Post #2


Darren Fix,

This is a good discrepit event to start a conversation on heat energy. Ice cubes are placed on blocks made of different materials (although students aren't aware of that). One ice cube melts at a much faster rate than the other. The block that melted the ice cube faster feels colder than the other. Students are quick to predict/assume that the warmer block would have melted the ice cube faster. This leads to a critical thinking discussion of how heat energy flows and the ability of materials to conduct heat better or worse than others. 

My comment: 

I am a student at the University of South Alabama enrolled in EDM310. This is a great way to show students energy and heat. This allows the students to engage and see the actual thing happen. Great post,thank you for sharing.